PDF Federal Legislation Laws Regarding Education for People with ...

Federal Legislation

Laws Regarding Education for People with Disabilities

There are several federal laws that protect individuals with autism and their families by ensuring that students on the spectrum have individualized education plans (IEPs) that are tailored to their specific needs. These laws are a critical underpinning for our public schools, but more can be done to improve educational opportunities for students with autism.

IDEA

To understand your student's rights in America's public schools, it helps to start with one of the primary laws governing the education of students with disabilities: the Individuals with Disabilities Education Improvement Act of 2004 (P.L. 108-446) (). IDEA is the federal law that guarantees a free and appropriate public education (FAPE) in the least restrictive environment for every person with a disability. This means that if you enroll your student in public school, his/her education should be at no cost to you and should be appropriate for his/her age, ability and developmental level. IDEA is an amended version of the Education for All Handicapped Children Act (P.L. 94-142), passed in 1975. In 2004, IDEA was reauthorized (P.L. 108-446), further defining children's rights to educational services and strengthening the role of parents in the educational planning process for their children.

Keep in mind that IDEA establishes that an appropriate educational program must be provided, not necessarily an "ideal" program or the one you feel is best for your student. The law specifies that educational placement should be determined individually for each person, based on their specific needs, not solely on the diagnosis or category. No one program or amount of services is appropriate for all individuals with disabilities. It is important that you work with the school to obtain the educational support and services that your student needs.

Given the rights your student has to educational services, you must keep in mind that IDEA establishes the minimum requirements schools must provide. For states to receive federal funds, they must meet the eligibility funding criteria of IDEA. States may exceed the requirements and provide more services. They cannot, however, provide fewer services or have state regulations or practices that contradict the guidelines of IDEA.

IDEA has six principles that provide the framework around which special education services are designed and provided to students with disabilities. These principles include:

Free and Appropriate Education (FAPE) Appropriate Education Individualized Education Program (IEP)) Least Restrictive Environment (LRE) Parent and Student Participation in Decision Making Procedural Safeguards

Free and Appropriate Education

IDEA guarantees that each student with a disability will have available a free and appropriate public education (FAPE). FAPE refers to special education and related services that:

Have been provided at public expense, under public supervision and direction, and without charge Meet the standards of the state educational agency Include an appropriate preschool, elementary or secondary school education Are provided in conformity with the Individual Education Program (IEP)

"Appropriate" is the critical word in FAPE ? the education that a student with disabilities receives needs to address his or her specific and individual educational needs. As such, what is appropriate for one student may not be appropriate for another. Determining what is appropriate for each student involves several processes as follows.

First, an individualized evaluation is conducted, the purpose of which is to identify the student's areas of strength and weakness in as much detail as possible. The second step is for the IEP team to discuss and develop an IEP for the student. The IEP team generates and identifies appropriate goals and objectives for the student to work on throughout the year. Furthermore, placement and type of special education and related services appropriate for the student are identified. This decision is based on the goals and objectives that have been developed as well as the student's individual needs. In addition to specifying an appropriate placement, the team must identify and provide the supplementary aids and services in order for the student to succeed in the given educational setting.

It is important that the student receive an appropriate education and therefore benefit from that education. Students with disabilities have a right to related services to help them learn and receive the maximum benefit from their educational programs. Related services, according to IDEIA, consist of "transportation and such developmental, corrective and other supportive services as are required to assist a child with a disability to benefit from special education." These services are to be determined on an individualized basis, not by the disability or category of the disability.

If a student needs any of these "related services" to benefit from his/her education, they must be written into the IEP. Frequency and duration of services, as well as relevant objectives, should be included. Related services as defined by IDEIA may include, but are not limited to the following:

* Audiology * Counseling services * Early identification and assessment of disabilities in children * Medical services (for diagnostic or evaluation purposes only)

* Occupational therapy * Parent counseling and training * Physical therapy * Psychological services * Recreation * Rehabilitation counseling * School health services * Social work services * Speech pathology * Transportation

The regulation does not limit related services to those specifically mentioned above. If a student requires a particular service to benefit from special education and that service is developmental, corrective or supportive, it is also a "related" service and should be provided. It does not have to be expressly listed in the regulation. Examples of these kinds of services may include a full- or part-time aide or assistive technology, such as a computer.

Getting a Copy of IDEA

Copies of the IDEA law and/or regulations are available from the Government Printing Office or may be available at your public library. Your state senator may also be able to provide you with a copy. Or you can visit the Web site of the Families and Advocates Partnership for Education (FAPE) () project, run by the PACER Center and funded by the U.S. Department of Education or the IDEA Partnerships Web site () for information on the law and its regulations.

IDEA has both statutes and regulations. The IDEA statute is the governing legislation - the language of the law - and the regulations are an explanation of how the law is to be enacted. The law explains what conditions exist; the regulations explain how these conditions are applied. For more information, visit .

ADA

The Americans with Disabilities Act (ADA) was created to protect disabled people from discrimination in the workplace and the community at large. The protection in the workplace only extends to those people who are considered qualified to do the job. The ADA gives civil rights protections to individuals with disabilities similar to those provided to individuals on the basis of race, color, sex, national origin, age, and religion. It guarantees equal opportunity for individuals with disabilities in public accommodations, employment, transportation, state and local government services, and telecommunications. For more information on the ADA, go to .

ADA: Landmark Declaration of Equality

The following is an article by Justin Dart titled ADA: Landmark Declaration of Equality, written shortly after the signing of the Americans with Disabilities Act (ADA).

Justin Dart was Chairman of the President's Committee on Employment of People with Disabilities and a lifelong advocate for human rights. As a three-term member of the National Council on Disability, he was an active participant in the development of the ADA. For 32 months he chaired the ADA-focused Congressional Task Force on the Rights and Empowerment of People with Disabilities. He travelled to every state at least three times promoting a vision of full civil rights for people with disabilities.

President George Bush signed the Americans with Disabilities Act on July 26, 1990, a landmark date in the evolution of human culture.

Throughout all of reported history, until recent decades, people perceived as having significant disabilities have been treated as sub-humans. At worst, they were killed or left as beggar-outcasts to die; at best, they were cared for through subsistence welfare--out of sight and mind in institutions and back rooms.

With the development of modern medicine and social responsibility, millions of 20th century humans are surviving previously fatal conditions and living with significant disabilities. These individuals have a great potential to be happy, productive members of their communities. However, our best efforts to fulfill this potential have been consistently limited by a massive residue of prejudice and paternalism. Our society is still infected by an insidious, now almost subconscious, assumption that people with disabilities are less than fully human, and therefore are not fully eligible for the opportunities, services and support systems which are available to other people as a matter of right.

More than two decades ago, many of us in the disability community concluded that Americans with disabilities would never achieve full, productive citizenship until this nation made a firm statement of law protecting their civil rights.

The Americans with Disabilities Act is such a law. It establishes "a clear and comprehensive prohibition of discrimination on the basis of disability." Taken in combination with previously existing disability rights law, it provides a sound legal framework for the practical implementation of the inalienable right of all people with disabilities to participate equally in the mainstream of society. It extends to people with disabilities the same protection of their rights that is already enjoyed by the members of all other minorities.

Most importantly, ADA is a landmark commandment of fundamental human morality. It is the world's first declaration of equality for people with disabilities by any nation. It will proclaim to America and to the world that people with disabilities are fully human; that paternalistic, discriminatory, segregationist attitudes are no longer acceptable; and that henceforth people with disabilities must be accorded the same personal respect and the same social and economic opportunities as other people.

ADA opens the doors of opportunity for millions of isolated, dependent Americans to become employees, taxpayers and welcome participants in the life of their communities. It prepares the way for the emancipation of more than half of a billion of the world's most oppressed people.

I am proud of America. I am proud of President Bush, Attorney General Thornburgh and Boyden Gray, and all the great congressional and administrative staff who authored and fought for the ADA, and

thousands of other patriots who have struggled for long, hard years in a wilderness of prejudice and paternalism for the victory of ADA.

Once again America has passed the torch of liberty and productivity to the world.

All who love justice must unite in action to protect our hard-won ADA rights, and to ensure that they are implemented through strong regulations, and enforced in every community.

We of the disability community must communicate to America that full compliance with ADA can be profitable for all citizens, and we must join in cooperative action with government and the private sector to ensure that all will profit.

But ADA is only the beginning. It is not a solution. Rather, it is an essential foundation on which solutions will be constructed.

We must undertake a courageous reallocation of our society's resources from paternalism to independence and productivity. We must invest in a continuum of new and strengthened programs to liberate people with disabilities from dependency, and empower them to be equal and productive participants in the mainstream: productivity-oriented education for all citizens. Economic, technological, independent living, vocational rehabilitation, transitional, personal assistance and community-based supports for productivity and quality of life. Prevention. Affordable insurance and health care for all. Incentives for productivity to replace disincentives. Accessible communications, transportation, housing, and completely new communities that are accessible as a whole.

A large agenda? Certainly! But no larger than that which faced our patriot forefathers at the successful conclusion of the Revolutionary War.

Like then, we have accomplished much. Like them, we have a profound responsibility to make a bold declaration of equality real in the lives of hundreds of millions of people in future generations.

I believe that we will unite to fulfill that responsibility. Because I believe in you, the patriots of ADA. And I believe in you, the patriots to be.

Together we have overcome. Together we shall overcome.

Lead on!

ADAAA

On September 25, 2008, the ADA Amendments Act (ADAAA) was signed into law. It became effective on January 1, 2009. The U.S. Senate and the U.S. House of Representatives both unanimously passed the ADAAA.

The ADAAA focuses on the discrimination at issue instead of the individual's disability. It makes important changes to the definition of the term "disability" by rejecting the holdings in several Supreme Court decisions and portions of the Equal Employment Opportunity Commission's (EEOC) ADA regulations. The Act retains the ADA's basic definition of "disability" as an impairment that substantially limits one or more major life activities, a record of such an impairment, or being regarded as having such

an impairment. However, it changes the way that the statutory terms should be interpreted. Most significantly, the ADAAA:

Directs EEOC to revise the portion of its regulations that defines the term "substantially limits"; Expands the definition of "major life activities" by including two non-exhaustive lists:

o The first list includes many activities that the EEOC has recognized (e.g., walking) as well as activities that EEOC has not specifically recognized (e.g., reading, bending, and communicating);

o The second list includes major bodily functions (e.g., "functions of the immune system, normal cell growth, digestive, bowel, bladder, respiratory, neurological, brain, circulatory, endocrine, and reproductive functions");

States that mitigating measures other than "ordinary eyeglasses or contact lenses" shall not be considered in assessing whether an individual has a disability; Clarifies that an impairment that is episodic or in remission is a disability if it would substantially limit a major life activity when active; Provides that an individual subjected to an action prohibited by the ADA (e.g., failure to hire) because of an actual or perceived impairment will meet the "regarded as" definition of disability, unless the impairment is transitory and minor; Provides that individuals covered only under the "regarded as" prong are not entitled to reasonable accommodation; and Emphasizes that the definition of "disability" should be interpreted broadly.

Source: EEOC Notice Concerning Americans with Disabilities Act Amendments Act of 2008 (ada/amendments_notice.html)

Olmstead

Summary of Olmstead v. L.C., 527 U.S. 581 (1999)

The United States Supreme Court decided in an Opinion issued on June 22, 1999, that a State is required under Title II of the Americans with Disabilities Act (ADA), 42 U.S.C. ? 12132, to provide communitybased treatment for persons with mental disabilities: 1) when the State's treatment professionals determine that such placement is appropriate, 2) the affected persons do not oppose such placement, and 3) the placement can be reasonably accommodated, taking into account the resources available to the State and the needs of others with disabilities. The Court further stated that nothing in the ADA or its implementing regulations requires community placements for persons unable to handle or benefit from community settings.

The Court upheld the Eleventh Circuit decision that Georgia had violated the ADA by forcing two mentally retarded women to remain in a state mental hospital after their treating professionals had determined them ready for discharge, but remanded the case to the District Court for further consideration of the appropriate range of relief available. Although the Olmstead case involved two individuals with a mental disability, the decision is broad in its scope and can be read to apply to all persons with disabilities covered under the ADA.

The Court held that under the ADA, a State must provide community-based services to qualified individuals and must make "reasonable accommodations" in its programs to do so, unless such alterations would constitute a "fundamental alteration" in the services provided. The Court found that the Eleventh Circuit's determination that "a cost justification was permissible only in the most limited of circumstances" was too restrictive and would leave the State practically defenseless. The Court instead found that if a State could demonstrate that it has a comprehensive, effectively working plan for placing qualified persons with mental disabilities in less restrictive settings, and a waiting list that moves at a reasonable pace not controlled by the State's endeavors to keep its institutions fully populated, the fundamental alteration prong of the reasonable-modifications standard would be met.

In evaluating a State's fundamental alteration defense, the District Court must consider, in view of the resources available to the State, not only the cost of providing community-based care to the litigants, but also the State's responsibility for maintaining a range of facilities for the care of persons with diverse mental disabilities, and its obligation to mete out those services equitably. The Court specifically recognized that a simple comparison of the cost for providing care for the litigants in the community with the cost of that care in an institution was not sufficient. A State may experience increased overall expenses by funding community placements without being able to take advantage of the savings associated with the closure of institutions.

Community-Based Alternatives for Individuals with Disabilities

President Bush issued his Executive Order on Community-Based Alternatives for Individuals with Disabilities on June 18, 2001, finding that "[u]njustified isolation or segregation of qualified individuals with disabilities through institutionalization is a form of disability-based discrimination prohibited by Title II of the Americans with Disabilities Act of 1990." The President further stated that the federal government must assist the States and localities to implement swiftly the Olmstead decision to help ensure that all Americans have the opportunity to live close to their families and friends, to live more independently, to engage in productive employment, and to participate in community life.

The President ordered the Attorney General, the Secretaries of Health and Human Services, Education, Labor, and Housing and Urban Development, and the Commissioner of Social Security to work cooperatively together and with the states by providing technical assistance to help them assess compliance with Olmstead and achieve the goals of Title II of the ADA. The Secretary of Health and Human Services is designated as the lead secretariat in these efforts.

Each of the above federal agencies was required to evaluate their own policies, programs, statutes and regulations to determine whether any should be revised or modified to improve the availability of community-based services. This preliminary review, Delivering on the Promise: Preliminary Report, was completed January 2, 2002, and may be found along with other information at newfreedom.

Finally, the Attorney General and the HHS Secretary are ordered to fully enforce Title II of the ADA, including investigating and resolving complaints filed on behalf of individuals, working whenever

possible cooperatively with the States and using alternative dispute resolution to resolve the complaints.

The Department of Health and Human Services' Office of Civil Rights has been investigating complaints of violations of the ADA since the Olmstead decision in 1999 and offering to provide technical assistance to the states in the development of Olmstead plans. The Olmstead decision itself does not require an Olmstead plan, but the Supreme Court held that a State could successfully defend itself if it has a comprehensive, effectively working plan for placing qualified persons with disabilities in less restrictive settings, and a waiting list that moves at a reasonable pace not controlled by the State's endeavors to keep its institutions fully populated.

FERPA & Section 504

Two other laws governing the educational rights of students with disabilities are the Family Educational Rights and Privacy Act of 1974 (P.L. 93-380), and Section 504 of the Rehabilitation Act of 1973, (P.L. 93112).

In brief, the Family Educational Rights and Privacy Act (FERPA) () protects the privacy of a student's educational records and outlines inspection and release of information. Section 504 of the Rehabilitation Act protects the civil rights of persons with disabilities. It prohibits discrimination against a person with a disability by an agency receiving federal funds. Students who are defined as "handicapped" but do not require special education services (such as those students served under IDEA) can be provided with a 504 plan. An excellent comparison between IDEA and Section 504 can be found at article/6086.

Elementary and Secondary Education Act (ESEA)

ESEA is the primary law governing education generally and has major impacts on education for students with disabilities. Originally enacted in 1964, ESEA has been the legislative vehicle for most educational policy changes and is the means of federal funding of schools. This act is reauthorized and the most recent reauthorization was the No Child Left Behind Act (NCBL).

NCLB, the Alternate Assessment based on Alternative Achievement Standards (AA-AAS), was created as a state alternate assessment taken by students with the most significant cognitive disabilities. At some point in their academic experience, the majority of students with the most significant cognitive disabilities take this assessment instead of the regular state assessment--some as early as 3rd grade. Regulations under NCLB allow a certain number of the proficient and advanced scores on these tests to be used to help schools, local education agencies (LEAs) and states meet performance targets based on the percent of students who are proficient in math, language arts and science.

The cap on the number of scores that can be counted for this purpose is calculated by multiplying the number of students taking any state assessment by 1 percent (e.g., the cap number for district A with

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